5,510 research outputs found

    Integration of new methodologies/methods/examples of best practices in the pedagogy studies process

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    Project: Optimizing the Network of Higher Education Institutions and Improving the Quality of Studies by Merging Ć iauliai University and Vilnius University SFMIS No: 09.3.1-ESFA-V-738-03-0001, funded by European Structural Funds Agenc

    Using Crowd-Based Software Repositories to Better Understand Developer-User Interactions

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    Software development is a complex process. To serve the final software product to the end user, developers need to rely on a variety of software artifacts throughout the development process. The term software repository used to denote only containers of source code such as version control systems; more recent usage has generalized the concept to include a plethora of software development artifact kinds and their related meta-data. Broadly speaking, software repositories include version control systems, technical documentation, issue trackers, question and answer sites, distribution information, etc. The software repositories can be based on a specific project (e.g., bug tracker for Firefox), or be crowd-sourced (e.g., questions and answers on technical Q&A websites). Crowd-based software artifacts are created as by-products of developer-user interactions which are sometimes referred to as communication channels. In this thesis, we investigate three distinct crowd-based software repositories that follow different models of developer-user interactions. We believe through a better understanding of the crowd-based software repositories, we can identify challenges in software development and provide insights to improve the software development process. In our first study, we investigate Stack Overflow. It is the largest collection of programming related questions and answers. On Stack Overflow, developers interact with other developers to create crowd-sourced knowledge in the form of questions and answers. The results of the interactions (i.e., the question threads) become valuable information to the entire developer community. Prior research on Stack Overflow tacitly assume that questions receives answers directly on the platform and no need of interaction is required during the process. Meanwhile, the platform allows attaching comments to questions which forms discussions of the question. Our study found that question discussions occur for 59.2% of questions on Stack Overflow. For discussed and solved questions on Stack Overflow, 80.6% of the questions have the discussion begin before the accepted answer is submitted. The results of our study show the importance and nuances of interactions in technical Q&A. We then study dotfiles, a set of publicly shared user-specific configuration files for software tools. There is a culture of sharing dotfiles within the developer community, where the idea is to learn from other developers’ dotfiles and share your variants. The interaction of dotfiles sharing can be viewed as developers sources information from other developers, adapt the information to their own needs, and share their adaptations back to the community. Our study on dotfiles suggests that is a common practice among developers to share dotfiles where 25.8% of the most stared users on GitHub have a dotfiles repository. We provide a taxonomy of the commonly tracked dotfiles and a qualitative study on the commits in dotfiles repositories. We also leveraged the state-of-the-art time-series clustering technique (K-shape) to identify code churn pattern for dotfile edits. This study is the first step towards understanding the practices of maintaining and sharing dotfiles. Finally, we study app stores, the platforms that distribute software products and contain many non-technical attributes (e.g., ratings and reviews) of software products. Three major stakeholders interacts with each other in app stores: the app store owner who governs the operation of the app store; developers who publish applications on the app store; and users who browse and download applications in the app store. App stores often provide means of interaction between all three actors (e.g., app reviews, store policy) and sometimes interactions with in the same actor (e.g., developer forum). We surveyed existing app stores to extract key features from app store operation. We then labeled a representative set of app store collected by web queries. K-means is applied to the labeled app stores to detect natural groupings of app stores. We observed a diverse set of app stores through the process. Instead of a single model that describes all app stores, fundamentally, our observations show that app stores operates differently. This study provide insights in understanding how app stores can affect software development. In summary, we investigated software repositories containing software artifacts created from different developer-user interactions. These software repositories are essential for software development in providing referencing information (i.e., Stack Overflow), improving development productivity (i.e., dotfiles), and help distributing the software products to end users (i.e., app stores)

    What issues do school staff describe as important when introducing a whole school attachment-based approach? A Reflexive Thematic Analysis

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    Research demonstrates that supporting children’s emotional needs promotes better learning outcomes (Geddes, 2018). In the United Kingdom, hundreds of schools are trained in whole school approaches that have a basis in attachment theory. These approaches emphasise the relational needs of pupils and prioritise their sense of safety. They are often referred to by schools and in the limited literature as ‘attachment aware’ approaches. The current study took place in a deprived inner East London borough. It has one of the highest proportions of children with social, emotional, and mental health needs in the country. Reflexive Thematic Analysis (Braun & Clarke, 2019) was used to provide an answer to the following research question: “What issues do school staff describe as important when introducing a whole school attachment-based approach?” Eight semi-structured interviews were conducted in three schools with a range of staff including senior leaders, teachers and support staff. The researcher constructed five overarching themes to organise 13 themes that reflected patterns in participant experience. These five overarching themes were ‘Context Affects Delivery’, ‘Training Must Resonate’, ‘Scope and Remit of School and School Staff Widens’, ‘Permission to Feel’ and ‘Not Running Alone with Them’. In the current climate, emotionally focused “approaches could be referred to as an addon to the real business of education” (Parker & Levinson, 2018: 9). This research argues that emotionally focused approaches such as whole school attachment-based approaches are well placed to meet the needs of the entire school community and promote increased pupil engagement. This study adds to the exponentially growing body of research on whole school attachment-based approaches. The research has implications for local and national practice due to the priority given to trauma-based approaches in recent government guidance

    2023-2024 Boise State University Undergraduate Catalog

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    This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

    Intelligent computing : the latest advances, challenges and future

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    Computing is a critical driving force in the development of human civilization. In recent years, we have witnessed the emergence of intelligent computing, a new computing paradigm that is reshaping traditional computing and promoting digital revolution in the era of big data, artificial intelligence and internet-of-things with new computing theories, architectures, methods, systems, and applications. Intelligent computing has greatly broadened the scope of computing, extending it from traditional computing on data to increasingly diverse computing paradigms such as perceptual intelligence, cognitive intelligence, autonomous intelligence, and human computer fusion intelligence. Intelligence and computing have undergone paths of different evolution and development for a long time but have become increasingly intertwined in recent years: intelligent computing is not only intelligence-oriented but also intelligence-driven. Such cross-fertilization has prompted the emergence and rapid advancement of intelligent computing

    Interdisciplinarity as a political instrument of governance and its consequences for doctoral training

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    UK educational policies exploit interdisciplinarity as a marketing tool in a competitive educational world by building images of prosperous futures for society, the economy, and universities. Following this narrative, interdisciplinary science is promoted as superior to disciplinary forms of research and requires the training of future researchers accordingly, with interdisciplinary doctoral education becoming more established in universities. This emphasis on the growth of interdisciplinary science polarises scholars’ views on the role of academic research between the production of knowledge on the one hand and knowledge as an economic resource at the other end of the spectrum. This research asks: what is the rationale behind the perceived value of interdisciplinary research and training, and how does it affect graduate students’ experiences of their PhD? Based on a practice theory perspective for its suitability in generating insights into how university’s social life is organised, reproduced and transformed, the doctorate is conceptualised as sets of interconnected practices that are observable as they happen. This current study, therefore, comprised two stages of data collection and analysis; the examination of documents to elucidate educational policy practices and an educational ethnography of an interdisciplinary doctoral programme. This study found interdisciplinary doctoral training is hindered by the lack of role models and positive social relationships, which are crucial to the way interdisciplinary students learn. Furthermore, it is argued that interdisciplinarity is sometimes applied to research as a label to fit with funders’ requirements. Specifically, in this case, medical optical imaging is best seen as an interdiscipline as it does not exhibit true interdisciplinary integration. Further insights show that while interdisciplinarity is promoted in policy around promises and expectations for a better future, it is in tension with how it is organisationally embedded in higher education. These insights form the basis for a list of practical recommendations for institutions. Overall, interdisciplinary doctoral training was observed to present students with difficulties and to leave policy concerns unaddressed

    A New Era of Artificial Intelligence in Education: A Multifaceted Revolution

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    The recent high performance of ChatGPT on several standardized academic test has thrust the topic of artificial intelligence (AI) into the mainstream conversation about the future of education. The objective of the present study is to investigate the effect of AI on education by examining its applications, advantages, and challenges. Our report focuses on the use of artificial intelligence in collaborative teacher-student learning, intelligent tutoring systems, automated assessment, and personalized learning. We also look into potential negative aspects, ethical issues, and possible future routes for AI implementation in education. Ultimately, we find that the only way forward is to accept and embrace the new technology, while implementing guardrails to prevent its abuse

    A systematic review and meta-analysis of interventions based on metacognition and self-regulation in school-aged mathematics

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    Mathematics is an important gatekeeper for educational and professional opportunities and a useful tool for discovery and expression. Given previous research and theory demonstrating potential for metacognitive and self-regulated learning (MC/SRL) interventions to support mathematics achievement with diverse learners, a systematic review was conducted to evaluate their effectiveness within the years of general education, with pupils of ages three to 18. Appropriately-designed studies that were reported in English between 2005 and 2019 were included. Following a systematic search, with double-reviewing and expert consultation for consistency, 1,761 bibliographic items were screened, resulting in 60 included studies. Qualitative aspects of the designs, contexts, participants, and intervention activities were synthesised narratively. Posttest-only and adjusted, random effects meta-analyses were performed using a single mathematics achievement measure from each study. The results indicate a generally positive effect from the included interventions (combined Cohen’s d=0.46, SE=0.08, 95% CI=0.30 to 0.60). This represents a somewhat more modest effect compared with previous reviews in this area, possibly due to a greater range of included reports. No risk of publication bias was identified, reflecting the breadth and diversity of included studies, but efforts to mitigate heterogeneity were only partially successful. Interventions using structured problem-solving with metacognitive prompts were more effective than those not using it, while dissertations reported lower effects than journal articles. No differences were found based on participant age or intervention dose. Primary studies used a variety of assessments and differed on reporting of interventions and quality-related factors, and there remained substantial heterogeneity in the meta-analysis. Implications of this review for educational theory, research, and practice are discussed, with emphasis on reporting studies fully, using broad-scope, comparable assessments, and investing in comprehensive metacognitive and self-regulated learning interventions that can support lasting change in teaching and learning
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